My Command, My Act: Observation Inflation in Face-To-Face Interactions

Gade, Miriam; Zoelch, Christof; Seitz-Stein, Katja

doi:10.5709/acp-0217-7

Cited by 16 publications

(4 citation statements)

References 38 publications

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“…Individual tendencies to "objectify" subordinates in this situation seem especially relevant in this regard (Gruenfeld, Inesi, Magee, & Galinsky, 2008). Objectification has been shown to affect memory for commanded actions with high objectification scores predicting that the commanding person will falsely remember an action as having been performed by him or herself (Pfister, Schwarz, Wirth, & Lindner, 2017); whether a similar moderating role also exists for the oERN remains to be studied. Note.…”

Section: Discussionmentioning

confidence: 99%

My mistake? Enhanced error processing for commanded compared to passively observed actions

et al. 2018

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We often ask other people to carry out actions for us in order to reach our goals. However, these commanded actions may sometimes go awry, and goal attainment is hindered by errors of the following person. Here, we investigated how the commanding person processes these errors of their follower. Because such errors indicate that the original goal of the command is not met, error processing for these actions should be enhanced compared to passively observing another person's actions. Participants thus either commanded another agent to perform one of four key press responses or they passively observed the agent responding. The agent could respond correctly or commit an error in either case. We compared error processing of commanded and passively observed actions using observation-related post-error slowing (oPES) as a behavioral marker and observed-error-related negativity (oN /oERN) and observed-error positivity (oP ) as electrophysiological markers. Whereas error processing, as measured via the oERN, was similarly pronounced for commanded and observed actions, commanded actions gave rise to stronger oPES and a stronger oP . These results suggest that enhanced monitoring is an automatic by-product of commanding another person's actions.

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Section: Discussionmentioning

confidence: 99%

My mistake? Enhanced error processing for commanded compared to passively observed actions

et al. 2018

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“…Backward tasks measure working memory because they require the storage of information while additional cognitive processing is required by reversing the sequence. Both of these tests have been used in studies of children (e.g., Bull et al, 2008;Gade et al, 2017;Capio et al, 2018). In the Corsi block task, the examiner taps on a sequence of cubes, while the child watches; the child will then be asked to tap the cubes in reverse sequence.…”

Section: Equipment Manipulations To Further Increase Task Difficultymentioning

confidence: 99%

Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol

et al. 2021

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Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills.Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3–5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity.Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.

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“…At the end of the study, children are tested again on the same measures as at baseline and the results are analyzed to determine differential patterns of success across the training conditions. Training studies have been effectively applied to a wide variety of developmental domains, such as social cognition, language development, mathematical cognition, spatial skills, working memory, and the development of positive psychological traits such as optimism ( Hale and Tager-Flusberg, 2003 ; Uttal et al, 2013 ; Hofmann et al, 2016 ; Gade et al, 2017 ; Malouff and Schutte, 2017 ; Casasola et al, 2020 ; Mix et al, 2020 ). Their study design makes it possible to draw causal conclusions about what specific aspects of these controlled experiences lead to improvements in particular kinds of skills.…”

Section: Introductionmentioning

confidence: 99%

From Lab to Zoom: Adapting Training Study Methodologies to Remote Conditions

Bambha

Casasola

2021

Front. Psychol.

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Training studies extend developmental research beyond single-session lab tasks by evaluating how particular experiences influence developmental changes over time. This methodology is highly interactive and typically requires experimenters to have easy, in-person access to large groups of children. When constraints were placed on in-person data collection due to the COVID-19 pandemic, administering this study format in the conventional manner became unfeasible. To implement this type of research under these new circumstances, we devised an alternative approach that enabled us to conduct a live, multi-session training study using a diverse array of activities through an online interface, a task necessitating creative problem solving, since most existing remote methodologies either rely on unsupervised methods or have been limited to single sessions and restricted to a limited number of tasks. The current paper describes the technological and practical adaptations implemented in our online training study of 118 4- and 5-year-old children from a geographically diverse sample. An experimenter interacted with the children once a week for 5 weeks over Zoom. The first and final sessions were dedicated to collecting baseline and post-test measures, while the intermediate 3 weeks were structured as a training designed to teach children specific spatial-cognitive and visuo-motor integration skills. The assessments and training contained image-filled spatial tasks that experimenters shared on their screen, a series of hands-on activities that children completed on their own device and on paper while following experimenters’ on-screen demonstrations, and tasks requiring verbal indicators from the parent about their child’s response. The remote nature of the study presented a unique set of benefits and limitations that has the potential to inform future virtual child research, as our study used remote behavioral methods to test spatial and visuo-motor integration skills that have typically only been assessed in lab settings. Results are discussed in relation to in-lab studies to establish the viability of testing these skills virtually. As our design entailed continual management of communication issues among researchers, parents, and child participants, strategies for streamlined researcher training, diverse online recruitment, and stimuli creation are also discussed.

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My Command, My Act: Observation Inflation in Face-To-Face Interactions

Cited by 16 publications

References 38 publications

My mistake? Enhanced error processing for commanded compared to passively observed actions

My mistake? Enhanced error processing for commanded compared to passively observed actions

Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol

From Lab to Zoom: Adapting Training Study Methodologies to Remote Conditions

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